Intensity Thresholds for External Workload Demands in Basketball: Is Individualization Based on Playing Positions Necessary?

Currently, basketball teams use inertial devices for monitoring external and internal workload demands during training and competitions. However, the intensity thresholds preset by device manufacturers are generic and not adapted for specific sports (e.g., basketball) and players' positions (e.g., guards, forwards, and centers). Using universal intensity thresholds may lead to failure in accurately capturing the true external load faced by players in different positions. Therefore, the present study aimed to identify external load demands based on playing positions and establish different intensity thresholds based on match demands in order to have specific reference values for teams belonging to the highest competitive level of Spanish basketball. Professional male players (n = 68) from the Spanish ACB league were monitored during preseason official games. Three specific positions were used to group the players: guards, forwards, and centers. Speed, accelerations, decelerations, impacts/min, and player load/min were collected via inertial devices. Two-step clustering and k-means clustering categorized load metrics into intensity zones for guards, forwards, and centers. Guards covered more distance at high speeds (12.72-17.50 km/h) than forwards and centers (p < 0.001). Centers experienced the most impacts/min (p < 0.001). Guards exhibited greater accelerations/decelerations, albeit mostly low magnitude (p < 0.001). K-means clustering allowed the setting of five zones revealing additional thresholds. All positions showed differences in threshold values (p < 0.001). The findings provide insights into potential disparities in the external load during competition and help establish position-specific intensity thresholds for optimal monitoring in basketball. These data are highly applicable to the design of training tasks at the highest competitive level.

Liderazgo autoritario y flexible en la planificación y toma de decisiones de entrenadores de fútbol en España / Liderança autoritária e flexível no planejamento e tomada de decisões de Treinadores de futebol na Espanha / Authoritative and flexible leadership in the planning and decision making of football coaches in Spain

El objetivo de esta investigación fue analizar el proceso de planificación y toma de decisiones de los entrenadores españoles de fútbol en función variables sociodemográficas, de formación y del contexto del equipo. A través de un diseño descriptivo, comparativo y transversal, se administraron los cuestionarios de estilos de decisión y planificación en el deporte a una muestra de 315 de entrenadores de fútbol en activo. Se analizó la validez y fiabilidad de las escalas empleadas y se realizó un análisis correlacional entre los factores de cada escala. Los resultados indican que los entrenadores puntúan más alto la toma de decisiones democráticas (M= 3,77 ±,74) y la planificación flexible (M= 4,04 ±,69). De igual modo, se encontraron correlaciones entre la toma de decisiones y planificación siendo los pares: democrática-flexible y autoritaria-rígida. También se encontraron diferencias significativas en relación a la edad, características del equipo, formación universitaria y deportiva. (AU)

The objective of this research is to analyse the planning and decision-making process of Spanish football coaches according to socio-demographic, educational and team context variables. Using a descriptive, comparative and cross-sectional design, the questionnaires on decision-making and planning styles in sport were administered to a sample of 315 active football coaches. The validity and reliability of the scales used were analysed and a correlational analysis was carried out between the factors of each scale. The results indicate that coaches scored democratic decision-making (M= 3.77 ±.74) and flexible planning (M= 4.04 ±.69) higher. Similarly, correlations were found between decision-making and planning with the pairs being democratic-flexible and authoritarian-rigid. Significant differences were also found in relation to age, team characteristics, university and sports training. (AU)

O objectivo desta investigação era analisar o processo de planeamento e tomada de decisões dos treinadores espanhóis de futebol de acordo com variáveis sociodemográficas, educacionais e de contexto de equipa. Através de um desenho descritivo, comparativo e transversal, os questionários de estilos de decisão e planeamento no desporto foram administrados a uma amostra de 315 treinadores de futebol activos. A validade e fiabilidade das escalas utilizadas foram analisadas e foi efectuada uma análise correlacional entre os factores de cada escala. Os resultados indicam que os treinadores pontuaram a tomada de decisão democrática (M= 3,77 ±,74) e o planeamento flexível (M= 4,04 ±,69) mais alto. Do mesmo modo, foram encontradas correlações entre a tomada de decisões e o planeamento, sendo os pares democrático-flexível e autoritário-rígido. Foram também encontradas diferenças significativas em relação à idade, características da equipa, formação universitária e desportiva. (AU)

Creativity in Recreational Figure Roller-Skating: A Pilot Study on the Psychological Benefits in School-Age Girls.

Creative strategies allow students to feel ownership of their learning, fostering interest and motivation towards sports and educational contexts. This study aimed to compare different psychological variables after applying creative and traditional sessions of recreational figure roller-skating. Twelve school-age female skaters (9.00 ± 1.09 years old) participated in this pilot study. They performed two sessions: (1) a creative session (where participants created their own choreography) and (2) a traditional session (where participants followed the choreography created by the sports professional). In the creative session, participants created their choreographies without instructions. The basic psychological needs scale, the measure of intentionality to be physically active (sports adherence) and the games and emotions scale were administered after each session. The creative intervention led to a higher satisfaction of the needs of perceived competence (p-value = 0.04; effect size = 0.59), social relationships (p-value = 0.03; effect size = 0.62) and adherence to figure roller-skating (p-value = 0.02; effect size = 0.69), compared to the traditional intervention in female skaters. Participants showed significantly more humor and less surprise in the creative session than in the traditional session. This greater satisfaction with perceived competence and social relationships could translate into greater adherence to sports.

Determinant Factors of Achievement Motivation in School Physical Education.

Today, it is important for physical education teachers to know students' motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students' sex, the taught sport modality, students' experience and teaching methodology. Likewise, the effects of students' sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann−Whitney U and Kruskal−Wallis H tests. The effects of students' sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students' sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students' sex and experience because they are two factors that influence the teaching of sports and achievement motivation.

Motivation Regarding Physical Exercise among Health Science University Students.

Physical exercise and physical activity are inherent and essential agents in the evolution of active life and are associated with promoting health and well-being. This study aimed to examine the types of regulation of motivations and intentionality needed to be physically active in the future in university students from the Health Sciences branch of knowledge. Method: 351 university students with six university degrees in Health Sciences participated, 21.4% of whom were male and 78.6% women (M = 19.32; SD = 4.01). They answered the following questionnaires: "International Physical Activity Questionnaire (IPAQ)", "Behavioural Regulation of Exercise Questionnaire (BREQ-3)", and "Intention to be physically active (MIFAU)". Results: intrinsic motivation and integrated regulation were positively associated (rho = 0.759; p < 0.01), as were integrated and identified codes (rho = 0.645; p < 0.01). When relating the types of motivation regulation and the intention to be physically active, men show a significant difference compared to women. It stands out that physically active people who walk are the most unmotivated (p < 0.01). Conclusions: more self-determined regulations and intentionality to be physically active are related to different physical activity levels and the number of METs.

Analysis of Intensities Using Inertial Motion Devices in Female Soccer: Do You Train like You Compete?

Intensity research in female soccer is limited. This study aimed to investigate whether female professional soccer players train with external and internal intensities similar to those recorded in real competition. The specific players' position, the game situation and training task type were analyzed in a total of 18 female players (26.25 ± 3.89 years). The empirical, descriptive and associative study was structured into two parts. Part 1: characterizing the training sessions (n = 13) and official matches (n = 3) using the Integral Analysis System of Training Tasks. The association between sports planning variables was evaluated using adjusted standardized residuals from contingency tables, Chi-Square and Fisher tests, as well as the Phi and Cramer's V coefficients. The main findings show that the coach and/or physical trainer predominantly planned training sessions using small-sided games, which integrate physical fitness and tactical-technical behaviors of the game and imply a medium-high subjective external intensity (20.63 ± 5.79 points). The subjective external intensity of the matches was very high (30.00 ± 0.00 points). Part 2: quantifying the external and internal intensity through the inertial motion devices and heart rate monitors. Differences in the intensities according to the type of session (training session and match), specific position of the players, game situation and type of the training task were assessed through different statistical tests. By specific position (Kruskal-Wallis H and one-factor ANOVA tests), defenders performed fewer accelerations/min and decelerations/min, while they recorded higher heart rates in training sessions and official matches. In contrast, the wingbacks performed higher accelerations/min and decelerations/min in training sessions and official matches. The wingers had the lowest heart rate in official matches. Regarding the game situation (Kruskal-Wallis H test) measured during training sessions, the unopposed tasks recorded higher accelerations/min and decelerations/min, while the small-sided games and full games recorded higher values in the rest of the intensities (both subjective and objective). With regard to the type of training task (Kruskal-Wallis H test), the simple application exercises recorded higher accelerations/min and decelerations/min. Distance in meters/min was greater in the complex application exercises. High-intensity activity/min and player load/min were higher in the simple specific game. In addition, modified sport and real game recorded higher subjective external intensity*min, sprints/min and heart rate. Furthermore, training sessions differed statistically (Mann-Whitney U test) from official matches in terms of subjective intensity and the objective external and internal intensity variables weighted by minutes. For all these reasons, female players do not train (training sessions) as they compete (official matches). The use of inertial motion devices has made it possible to quantify intensities during training sessions and real competition in soccer.

External load of the tasks planned by teachers for learning handball.

The load in tasks planned for sports teaching in physical education classes has received little attention. The purpose of this study was therefore to analyze the external load, eTL, in the tasks designed by physical education teachers from the in-service and pre-service stages, for teaching handball in primary education, and to compare them with the tasks included in the lesson plans designed for handball using the tactical games teaching model. An associative, comparative and cross-sectional methodology was used. Twenty-three teachers, five in the in-service phase and eighteen in the pre-service phase, designed lesson plans for teaching handball, which were compared with lesson plans validated by a panel of experts. The analysis was performed on 1,232 tasks or analysis units. eTL was categorized using the Integrated analysis system of training tasks (SIATE) instrument. A descriptive and associative analysis was made of the variables that make up the eTL and an inferential analysis of the eTL using non-parametric tests. The total eTL of the tasks planned by the in-service and pre-service teachers was low, and significantly lower than the tasks planned using the tactical games model, which showed a high level.

Are Subjective Intensities Indicators of Player Load and Heart Rate in Physical Education?

Physical education teachers need valid, low-cost, subjective techniques as an alternative to high-cost new technologies to monitor students' intensity monitoring. This study aimed to investigate the correlations between both objective and subjective external (eTL) and internal (iTL) intensities. A total of 95 primary education students participated in this study. In this regard, 40 played soccer, and 55 performed basketball tasks, recording a total of 3956 units of analysis. The intensities caused by the different soccer and basketball tasks were measured using objective techniques (inertial devices and heart rate monitors) and subjective techniques (a sheet of task analysis and ratings of perceived exertion). Matrix scatter plots were made to show the values of two variables for a dataset. In this regard, adjustment lines were plotted to determine the trend of the correlations. Then, Spearman's correlation was calculated to measure the association between two variables. Despite the low correlation levels obtained, the main results showed significant positive correlations between the intensities. This means that the high intensity values recorded by objective techniques also implied high intensity values recorded by subjective techniques, and vice versa. Negative correlations (r Rho = -0.19; p = 0.00) were only found between the following eTL variables: task eTL per minute (subjective technique) and player load per minute (objective technique). This negative correlation occurred when students played in the same 3 vs. 3 game situation without variability in subjective eTL (M ± SD, 28.00 ± 0.00). Therefore, subjective eTL and iTL techniques could be proposed as a suitable alternative for planning and monitoring the intensities supported by students in physical education classes. Moreover, these subjective techniques are easy to use in schools.

Analysis of the motivational processes involved in university physical activity.

Introduction: Physical activity plays an important role in all stages of development, especially in adolescence, as it is a period in which different lifestyles are shaped. Therefore, regular practice of physical activity contributes to an improvement in quality of life. This study analyzed university students' motivational processes and intention to be physically active when engaging in physical activity (PA) according to gender and fields of study. Methods: A total of 1.524 subjects participated in the study, 61.9% (n = 944) of whom were female and 38.1% (n = 580) were male, with an average age of 19.61 years. The fields of study consisted of Arts and Humanities (n = 118), Science (n = 132), Health Sciences (n = 351), Engineering and Architecture (n = 196) and Social and Legal Sciences (n = 727). The instruments used were the Behavioral Regulation in Exercise Questionnaire (BREQ-3) and the Intention to be Physically Active in the University Context (MIFAU) measurement scale. Results: The results showed statistically significant differences in favour of men (p <0.01) in terms of intrinsic, integrated, identified, and introjected regulation of PA. Similarly, men were more likely to be physically active in the future than women (p <0.001). In terms of the study variables relating to the fields of study, statistically significant differences were obtained in the case of both more self-determined behavior (intrinsic, integrated and identified regulation) and amotivation (p <0.001). Conclusion: It was concluded that there is a need for the promotion of intervention strategies to encourage young adults to take up sporting activities as a means of preventing noncommunicable diseases, thereby avoiding the negative consequences of a sedentary lifestyle, physical inactivity, or abandonment of such activities.

Game Space and Game Situation as Mediators of the External Load in the Tasks of School Handball.

The teacher's didactic intervention also requires knowledge and control of learning tasks' workloads. The objectives of the study were as follows: (i) to quantify the subjective external load-eTL of tasks framed in didactic units designed by in-service teachers; and (ii) to analyze the differences in the subjective eTL according to the game situation and the game space. A total of 306 learning tasks designed by seven in-service teachers (five men and two women), with more than 10 years of teaching practice, were analyzed. These tasks were coded through the Integral System for Training Task Analysis (SIATE, acronym in Spanish). The interobserver reliability of the coded variables obtained a considerable concordance (MKfree > 0.70). The results indicated that there were significant differences in the subjective eTL according to the game situation and game space. The situations of small-sided games in numerical equality or inequality and full games, in medium spaces or large spaces, presented a higher subjective eTL and therefore the highest physiological and motor demands on students. The inclusion of attacking or defending players and an adequate selection of the game space indicated the importance of planning and organizing learning tasks.

Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball.

The methodology used by the teacher in Physical Education sessions conditions the physical fitness of the students, since the design of the tasks determines the physical and physiological demands to which they are exposed. This study aimed to quantify and compare, according to the teaching methodology and students' previous experience, the external (eTL) and internal (iTL) load resulting from the application of three intervention programmes that follow different teaching methodologies to teach school basketball: the Tactical Games Approach (TGA), Direct Instruction (DI) and Service Teacher's Basketball Unit (STBU). The Ratings of Perceived Exertion (RPEs) recorded in the assessments (pre-test/post-test) were also studied. A total of 49 students, aged 11 to 12 and divided into three class groups, from the sixth grade of primary education at a state school in Spain, participated in the study. Teaching-learning programs were randomly assigned to student groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that during the sessions, the students who followed the TGA method recorded higher values of eTL (player load; DI = 4.92, TGA = 6.95, STBU = 2.99) and iTL (mean heart rate; DI = 142.94, TGA = 157.12, STBU = 143.98). In addition, during the evaluation tests, they presented heart rate levels similar to those obtained by the students in the other programmes. However, they spent more time doing high-intensity activity, working longer in the running (DI = 3.42, TGA = 11.26, STBU = 8.32) and sprinting speed ranges (DI = 0.00, TGA = 0.12, STBU = 0.11), and presenting better physical fitness. During the assessments, students with no prior basketball experience showed higher levels of top speed; experienced students had higher levels of heart rate. The TGA method favours the physical condition and health of primary education students, which is why this method is recommended when planning Physical Education sessions.

Analysis of the Research Methodology in Spanish Doctoral Theses on Handball. A Systematic Review.

The objective of this investigation was to analyze scientific production assessed by indexed doctoral theses in the Ordered Spanish Theses (TESEO) database, on the topic of the sport of handball in Spain. Productivity was analyzed on the basis of variables grouped by contextual information, methodologies and procedures. Seventy-two indexed theses from between 1976 and 2021 were analyzed. A progressive increase was identified in scientific production based on these theses during this period. The scientific disciplines that presented the highest number of theses were Sport Sciences (n = 33) and Sport Pedagogy (n = 19). The main results show that quantitative approaches are the most common (n = 49), doctoral theses using descriptive studies based on systematic observation represent the majority (73%), the predominant type of data collection was the use of cross-sectional studies (70.8%) versus longitudinal studies (26.4%), and the most used sampling method was that of convenience (n = 65). The results make it possible to ascertain the reality of this research topic, the methodological positioning and research tendencies, and to draw the basic lines for development.

Assessment of the Multi-Location External Workload Profile in the Most Common Movements in Basketball.

The present study analyzed the multi-location external workload profile in basketball players using a previously validated test battery and compared the demands among anatomical locations. A basketball team comprising 13 semi-professional male players was evaluated in five tests (abilities/skills/tests): (a) aerobic, linear movement, 30-15 IFT; (b) lactic anaerobic, acceleration and deceleration, 16.25 m RSA (c) alactic anaerobic, curvilinear movement, 6.75 m arc (d) elastic, jump, Abalakov test (e) physical-conditioning, small-sided game, 10' 3 vs.3 10 × 15 m. PlayerLoadRT was evaluated at six anatomical locations simultaneously (interscapular line, lumbar region, knees and ankles) by six WIMU PROTM inertial devices attached to the player using an ad hoc integral suit. Statistical analysis was composed of an ANOVA of repeated measures and partial eta squared effect sizes. Significant differences among anatomical locations were found in all tests with higher values in the location nearer to ground contact (p < 0.01). However, differences between lower limb locations were only found in curvilinear movements, with a higher workload in the outside leg (p < 0.01). Additionally, high between-subject variability was found in team players, especially at lower limb locations. In conclusion, multi-location evaluation in sports movements will make it possible to establish an individual external workload profile and design specific strategies for training and injury prevention programs.

Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies.

This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

Citius, Altius, Fortius; Is It Enough to Achieve Success in Basketball?

The NBA Draft Combine includes a series of standardized measurements and drills that provide NBA teams with an opportunity to evaluate players. The purpose of this research was to identify the Combine tests that explain draft position and future performance in the NBA rookie season. Variables were selected from the previous categories of anthropometric measurements and strength and agility tests. A regression analysis was carried out. Combine variables, anthropometric and agility/strength variables were analyzed to explore their effect on draft position. Moreover, correlation analyses were performed to identify relationships among: (i) Combine anthropometric and strength and agility measures and game performance through game related statistics; and (ii) the draft position and game performance using Pearson's correlation coefficients. Results show that the Combine test does not predict draft position, with the exception of hand width and height in frontcourt players, and standard vertical jump and running vertical jump. Future performance indicators were explained by several Combine tests in all players.

Design and Validation of the Instrument for the Measurement of Learning and Performance in Football.

The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken's V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach's α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out-of-school football).

Motives of Future Elementary School Teachers to Be Physically Active.

The aim of this study was to determine the relationship between the motives for engaging in sports activities and the self-determination index (SDI) and how this in turn predicts the intentionality of future elementary school teachers to be physically active. METHOD: A total of 331 first-year students of the teacher training degree participated, 34.4% men and 65.6% women (M = 20.02; SD = 2.55). They answered the following questionnaires: "Behavioral Regulation in Exercise Questionnaire-3", "Motives for Physical Activity Measure-Revised" and "Intention to be Physically Active". RESULTS: Fitness, fun and care of one's appearance are the motives most valued by university students. A regression analysis (structural equation modeling) revealed that appearance and social motives were negatively related to SDI, although the model clearly predicted the intention to be physically active (R2 = 0.74). A second model, which positively related the appearance and competence motives with the intention to be active, improved the coefficient of determination (R2 = 90) and fit index. CONCLUSIONS: The motives for engaging in physical activity influence university students in different ways in relation to the SDI and strongly predict the intention to be physically active.

[Rural-urban differences in physical activity levels during the transition from primary education to high school.] / Diferencias entre el medio rural y urbano en el nivel de actividad física en la transición de la educación primaria a la educación secundaria.

OBJECTIVE: Sedentarism rates are increasing at school age, and it is necessary to know how it affects both rural and urban contexts. The present study aimed to identify whether the place of residence, rural or urban, influenced the level of physical activity that schoolchildren had in Primary Education and in Secondary Education. METHODS: A longitudinal study was carried out using the Physical Activity Questionnaire for Children (PAQ-C) for data collection. The sample consisted of 542 students (272 boys and 270 girls), aged between 11 and 13 years, who were interviewed at two different times: during the sixth year of primary education, and later in the first year of secondary education. A descriptive analysis of the items and final score of the PAQ-C in the rural and urban environment were carried out in both educational periods and an ANCOVA analysis of the final score; The association between the level of physical activity and the variables used was studied through corrected typified residuals and Cramer's V. The effect size was calculated. RESULTS: The results obtained confirmed that there are significant differences in the course variable (f=63,757; p<0.001; η2sup>=0.056) but not in the type of locality (p>0.05), nor in the locality x course interaction. (p>0.05) when the sex variable was controlled (f=27,325; p<0.001; η2=0.025). CONCLUSIONS: The transition to Secondary Education implies the increase of a sedentary lifestyle, both in rural and urban areas.

OBJETIVO: Las tasas de sedentarismo están aumentando en la edad escolar siendo necesario conocer cómo afecta tanto al contexto rural como el urbano. El presente estudio tuvo como objetivo identificar si el lugar de residencia, rural o urbano, influía en el nivel de actividad física que tenían los escolares en Educación Primaria y en Educación Secundaria. METODOS: Se realizó un estudio longitudinal utilizando para la recogida de datos el cuestionario Physical Activity Questionnaire for Children (PAQ-C). La muestra estaba formada por 542 alumnos (272 chicos y 270 chicas), con edades comprendidas entre 11 y 13 años, que fueron entrevistados en dos momentos diferentes: durante el sexto curso de educación primaria, y posteriormente, en primero de educación secundaria. Se realizó un análisis descriptivo de los ítems y puntuación final del PAQ-C en el entorno rural y urbano en ambos periodos educativos y un análisis ANCOVA de la puntuación final; a través de los residuos tipificados corregidos y la V de Cramer se estudió la asociación entre el nivel de actividad física y las variables empleadas. Se calculó el tamaño del efecto. RESULTADOS: Los resultados obtenidos confirmaron que existen diferencias significativas en la variable curso (f=63.757; p<0,001; η2=0,056) pero no en el tipo de localidad (p>0,05), ni en la interacción localidad x curso (p>0,05) cuando se controló la variable sexo (f=27.325; p<0,001; η2=0,025). CONCLUSIONES: La transición a la Educación Secundaria Obligatoria supone el incremento de un estilo de vida sedentario, tanto en el medio rural como en el medio urbano.

Experience as a Determinant of Declarative and Procedural Knowledge in School Football.

The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2×2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.

Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology.

The design of teaching tasks determines the physical and physiological demands that students are exposed to in physical education classes. The purpose of this study is to quantify and compare, according to gender and teaching methodology, the external (eTL) and internal (iTL) load resulting from the application of two programs that follow different teaching methodologies, i.e., a Tactical Games Approach (TGA) and Direct Instruction (DI), to teach school football. The Ratings of Perceived Exertion (RPEs) recorded in the assessments were also studied. A total of 41 students in the fifth year of primary education from a state school from Spain participated in the study (23 boys and 18 girls), aged from 10 to 11 (M ± SD, 10.63 ± 0.49 years) and divided into two class groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that the students who followed the TGA method recorded higher iTL values (heart rate) and spent more time performing high-intensity activities. Boys recorded higher eTL, iTL, and RPE values than girls. There was an evolution in the RPE between the assessments, with both groups presenting a more efficient RPE in the posttest. The TGA method favors student physical fitness and health, thus, this method is recommended when planning physical education sessions.